Zuckerberg gives another $120 million

Facebook CEO Mark Zuckerberg and wife Priscilla Chan will give $120 million to Bay Area schools in “underserved communities,” reports the San Jose Mercury News.Mark Zuckerberg and his wife, Priscilla Chan, will donate $120 million to public schools in the Bay Area.

Helping improve the quality of public education in this country is something we both really care about,” write Zuckerberg and Chan in an op-ed essay. Chan was a teacher and is now a pediatrician.

They live in Palo Alto, which has excellent public schools, within easy walking distance of East Palo Alto, a perennially low-performing district.

Zuckerberg gave $100 million gift to Newark public schools and was criticized for spending too much on consultants and failing to raise test scores. But there are signs of progress, the op-ed argues.

Newark now has the leading teacher contract in the country that was developed with teachers to reward good performance. New district and charter schools run by organizations with a track record of success have started, as well as 50 new principals. Across the district, the graduation rate has grown by 10%. It’s still too early to see the full results in Newark, but we’re making progress and have learned a lot about what makes a successful effort.

In the Bay Area, the first $5 million will go to high-poverty school districts in East Palo Alto and Redwood City and to “high-need” San Francisco schools, reports the Mercury News. (East Palo Alto’s Ravenswood district has received millions of dollars from high-tech donors over the years with few results.)

They’ll work with partners “to start new district and charter schools that give people more high-quality choices for their education,” Zuckerberg and Chan write. They also pledge to listen to “local educators and community leaders so that we understand the needs of students.” Priorities are providing computers and connectivity, teacher and principal training and parent outreach.

SIG: Big bucks, small gains

Most low-performing schools in the School Improvement Grant program are showing signs of progress, reports the U.S. Education Department. But, big bucks have produced small gains. It’s an open question “whether an eye-popping infusion of federal cash—$3 billion in stimulus funding alone—and some serious federal strings had a dramatic impact on the nation’s lowest-performing schools,” reports Education Week.

While more than two-thirds of schools in the first cohort (which started in 2010-11) saw gains in reading and math after two years in the program, another third of the schools actually declined, despite the major federal investment, which included grants of up to $500,000 a year. And schools that entered the program in its second year (the 2011-12 school year) didn’t post gains in math and reading as impressive as those the  first cohort saw in their first year.

Even U.S. Education Secretary Arne Duncan called the progress “incremental.”

Waivers won’t require access to good teachers

No Child Left Behind waivers will be renewed with no rule to ensure low-income and minority students get equal access to effective teachers, reports Politics K-12.

Guidelines released in August required states to use teacher-evaluation data, starting in October, 2015, to see that “poor and minority students are not taught by ineffective teachers at a higher rate than their peers,” writes Michele McNeil. The Education Department will drop that rule.

Civil rights groups have fought for better teachers in high-poverty schools. Teachers’ unions have opposed the use of evaluation data to rate teachers.

The timing is bad, writes Stephen Sawchuk on Teacher Beat. Two recent students show that “disadvantaged students tend to get weaker instruction and also that it’s really difficult to encourage the best teachers to transfer to low-performing schools.”

The Education Department claims it will deal with the issue next year by putting “teeth” into NCLB. But the law deals only with “inexperienced, unqualified or out-of-field teachers,” notes Sawchuk. “The effectiveness language came later and only applied to stimulus funds.”

Study: Top teachers perform well after transfer

Top elementary teachers who transferred to low-performing schools under a bonus program boosted their students’ learning significantly,” reports Ed Week’s Stephen Sawchuk.  Middle school teachers who transferred did not produce gains, according to a Mathematica study of the federally financed Talent Transfer Initiative.

Most highly effective teachers turned down the transfers, notes Sawchuck.

 The top 20 percent of teachers in each district were identified using each district’s own “value added” measure.  They were offered a $20,000 bonus to switch, paid out over a two-year period. (Effective teachers already in those schools got $10,000).

Of 1,500 eligible teachers, only 81 decided to transfer to qualify for bonuses.

Tranferring teachers were more likely than colleagues to stay at their new schools during the two years when bonuses were paid. After that, they left at the same rate as other teachers.

Students in high-poverty, low-performing schools are much less likely to be taught by experienced and highly effective teachers, say advocates. But it’s not clear whether a teacher who’s effective with easy-to-teach students will be effective with high-risk students.

A different study last year also found teacher effectiveness is transferable, writes Sawchuk.

LA’s Parent College raises expectations

At Parent College, which serves low-income Los Angeles neighborhoods, parents learn how to improve their children’s college prospects, reports  PBS NewsHour.

Nadia Solis, a single mother and high school dropout, spends one Saturday each month during the school year at Parent College learning about learning. Her children attend 99th Street Elementary, one of the 17 low-performing schools now managed by the nonprofit Partnership for Los Angeles Schools.

The Partnership invests 10 percent of its budget on family and community engagement. Test scores are rising.

One day, Solis told her daughter to study hard so she could go to college.

SOLIS: Her answer to me was, if you didn’t finish high school, why are you telling me? Well, what is this that I have to do it?

I just gave her a simple — a simple answer of, well, I just couldn’t. But the minute that I had Parent College the next week, it was my first question to my teacher: What can I do to get my GED?

Solis has earned her GED.

Accountability helps — at low-rated schools

Accountability pressures improved outcomes for students who attended low-performing Texas high schools in the ’90s, concludes a new study, School Accountability, Postsecondary Attainment and Earnings.

Schools at risk of receiving a low rating increased the math scores for all students, notes Education Gadfly.

Students at these schools were later likelier to accumulate more math credits and graduate from high school. On top of that, they were more liable to attend college and earn more at age 25. In particular, students who had previously failed an eighth-grade exam ended up around 14 percent more likely to attend college and 12 percent more likely to get a degree.

Accountability policies had no impact at schools that weren’t in danger of a low rating.

At schools with a shot at a relatively high rating, “recognized,” more low-scoring students were placed in special education, “perhaps in order to take them out of the accountability pool,” reports Gadfly. Low-scoring students in these schools had “large declines in attainment and earnings,” the study found.

Training great principals

How to Train and Retain Great Principals in Struggling Urban Schools on PBS NewsHour looks at a Chicago campaign to recruit, train and support leaders who can turn around low-performing schools.

‘Parent trigger’ schools open

The first “parent trigger” schools have opened in California. Desert Trails, a low-performing elementary school in Adelanto, is now a charter “preparatory academy.” The school year started in early August.

In Los Angeles, 24th Street Elementary opened last week:  The district will run the K-4 grades while a charter operator will run grades 5 to 8; a preschool provider will offer early childhood education.

Parent Revolution, which is backing trigger campaigns, claims two other victories: Parents got what they wanted without taking over the school

At Haddon Avenue Elementary in Pacoima, the parent union paused — and then stopped — their Parent Trigger campaign.  This was because their pressure caused the district, teachers and administrators to put together a thoughtful plan to transform the school.  And in the Watts neighborhood of LA, the parents decided on replacing the principal and making in-district changes to turn-around the chronically failing Weigand Avenue Elementary.

We The Parents, a documentary about Compton parents’  “trigger” campaign to seize their children’s chronically low-performing school, has opened in Los Angeles. The LA Times calls it “inspirational but not too informative.” The Compton parents failed on a technicality, but drew a charter school to a nearby church to provide an alternative.

Master teachers take the lead

A master teacher, an assistant and blended learning produced “great results” at a new charter school with very disadvantaged children, concludes Public Impact‘s Opportunity Culture project. Touchstone Education opened Merit Preparatory Charter School in Newark in 2012 with a class of sixth graders. Most were several years below grade level; 90 percent came from low-income families.

By March 2013, seven months into the school year, students demonstrated two years of growth in reading and 1.25 years of growth in science. In math, where Touchstone leaders were unable to hire a master teacher, students made three-fourths of a year of growth by March.

The model allows master teachers, who lead teams of novice and developing teachers, to earn up to $100,000 a year, within per-pupil funding. Tiffany McAfee, the master teacher in literacy, worked with first-year Teach For America teacher Jonathan Wigfall in the school’s first year.

Laptop-equipped students were grouped by skill level. McAfee lead whole-group instruction and helped students work through their playlists of individualized lessons, while Wigall rotated among students to help them with questions and keep them on track.

For example, one day students worked in groups to study slides on figurative language,then watched a music video while listening on headphones,taking notes on examples of figurative language in the lyrics. Meanwhile, both teachers moved through the room, overseeing their work. Students then came together for a whole class discussion with McAfee, who asked higher-level questions about the purpose of figurative language and the author’s intent.

Helping less-experienced teachers improve their skills is part of the master teacher’s job. McAfee and Wigfall reviewed the week’s data every Friday and planned the following week’s lessons. The master teacher also worked with the school’s reading specialist and the special education teacher to plan the daily, three-hour reading block. (Students are pulled out for an hour of P.E.)

Next year, Merit Prep will hire a master teach in math in hopes of achieving gap-closing progress.

Charlotte, North Carolina is redesigning teachers’ jobs to improve low-performing schools, write Public Impact’s Emily Ayscue Hassel and Bryan C. Hassel in Education Next.  Again, the idea is to give more students access to excellent teachers, while using novices in support roles.

Charlotte, N.C.’s Project L.I.F.T.New Teaching Roles Create Culture of Excellence in High-Need Schools explains the plan. In One Teacher’s View of Becoming a Paid Teacher-Leader, a veteran teacher talks about becoming a multi-classroom leader.

If high school is easy, college is hard

Valedictorians from low-performing Washington D.C. high schools are poorly prepared for competitive colleges, reports the Washington Post.

Nearly two-thirds of the District’s high school graduates enroll in college: 37 percent of D.C. students who go to college complete a four-year degree in the six years after graduating from high school.

Top students can get into top colleges, but then they’ve got to pass their classes.

(Sache) Collier, the 2011 valedictorian at Ballou Senior High in Southeast Washington, said the first thing she noticed when she arrived at Penn State University was how intently her fellow students paid attention during class.

“It was like, ‘Wow, everyone’s on the same page and everyone wants to learn,’ ” Collier said. “At Ballou, it wasn’t like that at all. I was always trying to get the students quiet.”

Collier had been a star at Ballou, where fewer than one-quarter of students are proficient in math and reading. But she said that her classes largely dealt with the basics: summarizing story plots, for example, and learning how to write complete and grammatically correct sentences.

Only in her senior year, in an advanced English course, did a teacher challenge her to think more deeply. “I feel like it was too late,” said Collier, who took two of the three AP classes she said were available to her at Ballou. “It just wasn’t enough to have that kind of teacher for one year.”

In her first semester at Penn State, Collier was surprised by professors’ expectations. She’d done little writing and no research in high school. She earned a 2.1 grade-point average, but raised it to a 3.38 by the end of sophomore year by using writing tutors and consulting librarians and professors. “I’m not the type of person to give up,” Collier said.

Seth Brown, valedictorian at Wilson HIgh, took 11 AP courses, passed five exams and got into Dartmouth. But he was “overwhelmed” by two five-page writing assignments — longer than any assignments he’d completed in high school — in his first semester. “I didn’t even know where to start,” said Brown, a rising senior at Dartmouth.

These students persisted. Many give up.